Abstract

PENA, María Victoria González  and  SOARES, Leôncio José Gomes. Contribution of Popular Education to decolonizing thinking: University pedagogical practices in Cuba and Brazil. Rev. Diálogo Educ. [online]. 2020, vol.20, n.65, pp.670-695.  Epub July 27, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.065.ds08.

Popular education and its contribution to university processes today become a necessity, in the face of the systematization of increasingly less inclusive pedagogical practices marked by different forms of oppression. Hence the aim of the article is to argue the contribution of Popular Education (EP) as a theoretical-methodological perspective, to reflect and reverse these manifestations in the context of 21st century higher education. Bibliographic analysis has allowed the obtaining of historical background, dimensions and contributions of the EP to the pedagogical theory that, together with the thought of Freire and his followers, treat in a counterhegemonic and decolonizing way the treatment of these Practices. On the other hand, educational ethnography makes it possible to explain examples of university emancipatory practices in postgraduate courses at Brazilian and Cuban universities. Theoretical-practical results contribute to revealing in the university educational context power relations and behaviors that naturally reproduce colonizing thinking. The findings indicate how far progress is possible in the dialogue between academic and popular knowledge and, we see the need to continue to refine university processes in order to achieve the formation of subjects increasingly committed to educational decolonization and social transformation.

Keywords : Popular education; University; Emancipation; Pedagogy; Decolonization.

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